This document discusses the use of movement in the classroom. It explains that movement can stimulate creativity, communication, and ease learning as it engages different types of learners. Movement allows students to experience subjects from new perspectives using kinesthetic intelligence. Group games and structured movement activities promote learning, fun, and a positive classroom environment. They can match different comfort levels and management needs. Benefits of fun and laughter in the classroom include boosting the immune system, exercising muscles, releasing tension, and stimulating creativity.
The document discusses strategies for organizing an inclusive classroom. It defines an inclusive classroom as an ecosystem with various living and non-living factors interacting. It emphasizes the importance of the physical layout of the classroom being accessible and accommodating different learning areas. It also discusses adapting curriculum, instructional methods, and materials to meet the diverse needs of students, including simplifying texts and individualizing education. Effective time management and teaching approaches that incorporate visual aids and manipulatives are also recommended for inclusive classrooms.
The document discusses different teaching strategies, methods, and materials used at different grade levels from preschool to high school. It also provides reflections on observations made of different classrooms and lessons, with suggestions for improving student engagement and enrichment of learning. Various assessment tools and theories of learning and teaching applied at each level are described.
A brief discussion of the rationale behind collaboration and co-teaching for elementary resource teachers, followed by a variety of types of co-teaching and examples of each.
This document outlines various teaching skills that are important for professional teachers to develop. It discusses 13 core teaching skills identified by Dr. Passi, including writing instructional objectives, introducing lessons, questioning techniques, explaining concepts, and illustrating with examples. Additional skills covered include using instructional aids like visual charts and models, providing reinforcement, achieving lesson closure, maintaining classroom organization, and evaluating student learning. Developing proficiency in these diverse skills through practice can help teachers become experts in their profession.
CR4YR collaboration.Aug 2013, Oct Prince Rupert Faye Brownlie
After school session in Prince Rupert to continue to conversation re: collaboration. Focus on different models of co-teaching, as first discussed at CR4YR in August.
The document discusses various principles and strategies for teaching. It begins by defining strategy as the art and science of directing activities to achieve objectives in teaching or win battles. It then discusses several principles of teaching, including learning as an active process, using multiple senses enhances learning, the importance of a non-threatening atmosphere, how emotion increases retention, connecting lessons to students' lives, and considering varied learning styles and intelligences. The document then outlines different teaching strategies such as active learning, collaborative learning, critical thinking strategies, experiential learning, games/simulations, and learner-centered teaching. It provides examples of how to implement various strategies based on principles like brain-based learning, individualized teaching, and using different media.
The document discusses strategies for organizing an inclusive classroom. It defines an inclusive classroom as an ecosystem with various living and non-living factors interacting. It emphasizes the importance of the physical layout of the classroom being accessible and accommodating different learning areas. It also discusses adapting curriculum, instructional methods, and materials to meet the diverse needs of students, including simplifying texts and individualizing education. Effective time management and teaching approaches that incorporate visual aids and manipulatives are also recommended for inclusive classrooms.
The document discusses different teaching strategies, methods, and materials used at different grade levels from preschool to high school. It also provides reflections on observations made of different classrooms and lessons, with suggestions for improving student engagement and enrichment of learning. Various assessment tools and theories of learning and teaching applied at each level are described.
A brief discussion of the rationale behind collaboration and co-teaching for elementary resource teachers, followed by a variety of types of co-teaching and examples of each.
This document outlines various teaching skills that are important for professional teachers to develop. It discusses 13 core teaching skills identified by Dr. Passi, including writing instructional objectives, introducing lessons, questioning techniques, explaining concepts, and illustrating with examples. Additional skills covered include using instructional aids like visual charts and models, providing reinforcement, achieving lesson closure, maintaining classroom organization, and evaluating student learning. Developing proficiency in these diverse skills through practice can help teachers become experts in their profession.
CR4YR collaboration.Aug 2013, Oct Prince Rupert Faye Brownlie
After school session in Prince Rupert to continue to conversation re: collaboration. Focus on different models of co-teaching, as first discussed at CR4YR in August.
The document discusses various principles and strategies for teaching. It begins by defining strategy as the art and science of directing activities to achieve objectives in teaching or win battles. It then discusses several principles of teaching, including learning as an active process, using multiple senses enhances learning, the importance of a non-threatening atmosphere, how emotion increases retention, connecting lessons to students' lives, and considering varied learning styles and intelligences. The document then outlines different teaching strategies such as active learning, collaborative learning, critical thinking strategies, experiential learning, games/simulations, and learner-centered teaching. It provides examples of how to implement various strategies based on principles like brain-based learning, individualized teaching, and using different media.
Instructional Plan For Cognitive Lesson Yarelliabelcansino
This document outlines an instructional plan for an English lesson on using the verb "be" in the present simple form. The plan includes lesson objectives, rationale, pre-assessment and post-assessment activities, classroom management considerations, and reflection on lesson planning, classroom management, and using ICT tools in language teaching. Students will introduce themselves, evaluate peers, and practice introductions in groups. The teacher will introduce new material, monitor activities, and provide positive reinforcement.
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.
The document discusses co-teaching, which involves two or more teachers jointly delivering instruction to a diverse group of students. It defines co-teaching and describes the different styles of co-teaching such as one teach/one support, station teaching, parallel teaching, alternative teaching, and team teaching. The benefits of co-teaching include better student-teacher ratios and more individualized attention. Effective co-teaching requires strong communication and understanding between the teachers.
This document discusses effective teaching approaches and strategies based on research into learning styles and multiple intelligences. It recommends that teachers 1) take account of different learning preferences when planning lessons, 2) teach in a way that matches their own style while also accommodating other styles, and 3) show genuine care and enthusiasm for students. The document provides specific strategies in areas like questioning techniques, group work, use of visuals and peripherals, and circulating to assist students during activities.
This document discusses the skills and abilities of effective teachers. It begins by stating that there is no single best way to teach, but effective teachers can provide instruction to diverse students while incorporating learning objectives and assessment. Key skills discussed include strong communication, classroom management, subject expertise, student engagement, observation skills, planning, and time management. The document emphasizes that effective teachers explain topics clearly, are well-prepared, help make difficult concepts easy to understand, and establish clear objectives and context for their lessons.
Module 1: Curriculum, Learner centered Pedagogy, Learning Outcomes and Inclus...NISHTHA_NCERT123
Learning Objectives
This module will help teachers to:
Describe the educational policies, the National Curriculum Frameworks development, functions and the linkages among intended, transacted and assessed curriculum
This document summarizes a workshop on teaching portfolios for teaching assistants. It defines what a teaching portfolio is, discusses the different types and components of portfolios, and provides examples. The workshop objectives are to help participants compare portfolio types, identify portfolio resources, recognize common components, and create an action plan. Attendees learn about developing portfolio elements like philosophy statements, teaching activities, evidence of student learning, and reflections. Questions are provided to help participants think about their own portfolios.
Collaboration and Co-Teaching WorkshopStephen Best
This presentation is a part of the Collaboration and Co-Teaching: A Workshop for Mathematics and Special Educators materials from the Mathematics Improvement Toolkit. The materials were developed by the Educational Development Center for the National Forum to Accelerate Middle Grades Reform
Effective Teaching Strategies For Students With A S D 09Jennifer Reynolds
The document discusses teaching strategies for students with autism. It describes characteristics of autism like difficulties with social skills, communication, and repetitive behaviors. It then provides strategies for supporting visual learning styles and addressing challenges with attention, organization, and sensory processing. The rest of the document outlines the TEACCH method and other teaching approaches like discrete trial training, visual supports, routines, and generalization strategies to help students with autism learn.
History method unit 4- Understanding Discipline and Pedagogy of School SubjectSohail Zakiuddin
Unit (IV) Method and Techniques of Teaching History:
1) Story Telling
2) SOURCE METHOD
3) Project Method
4) Dramatization and Role Play Method
5) Lecture Method
6) Discussion Method
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) Sergiy Sydoriv, 2020
(с) pysa4ka, 2020
(c) inclusion without borders, 2020
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти, 2020
- Inclusion in education refers to the extent to which students with disabilities access and participate in regular classrooms, which can range from full inclusion to partial inclusion based on individual needs.
- Differentiating instruction means creating multiple paths for students with different abilities, styles, and interests to learn and demonstrate understanding. This can be done through content, process, and product.
- Universal design for learning (UDL) aims to make curriculum accessible to all students by providing multiple means of engagement, representation, and action and expression based on students' readiness, interests, and learning profiles. UDL and differentiated instruction are connected in making education accessible and effective for diverse learners.
The document discusses various strategies for effective science teaching:
1. The Five Es model (engage, explore, explain, elaborate, evaluate) and oral presentations can actively engage students in learning.
2. Hands-on activities, think-pair-share techniques, and group work promote active learning and discussion among students.
3. Excursions, case studies, mini-conferences, and plays can provide memorable real-world experiences to develop students' science understanding.
This lesson plan outlines a jigsaw activity to teach students about Canadian artists. Students will be divided into home groups and expert groups. In expert groups, students will research an assigned artist and record facts. Students will then return to their home groups to share what they learned. The goals are for students to work cooperatively, present information clearly, and discuss topics while staying on task. Assessment will include observing students' group work skills and knowledge of the artists. The lesson addresses teaching geography expectations for 6th grade world area studies on Latin America and Canada.
Conventional strategies and its Limitations in Teaching Science by Ms. Lourra...Hanna Elise
This document discusses conventional teaching strategies and their limitations in teaching science. It identifies some common conventional strategies such as lectures, class discussions, mastery learning, modeling and problem solving. However, it notes that these strategies have limitations and are not always effective for learning. Specifically, lectures can be unengaging for students and less likely to lead to a deep understanding of materials. The document suggests that teaching methods need to transform to more learner-centered approaches in order to improve science education.
The document discusses the key skills and characteristics of effective teaching. It defines teaching as a process of imparting knowledge to help students learn and develop their abilities. Quality teaching is directly related to classroom instruction, which is influenced by a teacher's qualifications, subject knowledge, teaching skills, and commitment. There are a total of 103 identified teaching skills, including planning lessons, questioning students, exemplifying concepts, and evaluating learning through feedback. Some important skills discussed are establishing rapport with students, using a variety of instructional methods like lectures and activities, checking for understanding, and differentiating instruction to meet diverse student needs and abilities.
The document discusses key aspects of an effective learning environment for students. It emphasizes that the learning environment should include a well-arranged classroom with comfortable furniture, adequate space, and displays for student work. The classroom should also be clean, well-lit, ventilated, and free from distractions. Positive interactions between the teacher and students are important to create a conducive atmosphere for learning. An ideal learning environment encourages active learning, discovery of personal meaning, differences in students, tolerance of mistakes, and cooperative self-evaluation.
This document provides an overview of co-teaching strategies and best practices. It defines co-teaching as two or more teachers sharing responsibility for a classroom of students, including planning, instruction, and evaluation. It outlines four common co-teaching approaches: supportive teaching, parallel teaching, complementary teaching, and team teaching. It also emphasizes the importance of co-teachers establishing clear objectives, communicating effectively, managing conflicts, and finding time to plan lessons together.
The document outlines 8 principles of learning:
1. Active involvement - students create information rather than having it delivered.
2. Patterns of connection - students make meaning through learning situations.
3. Informal learning - learning not aimed by the teacher but occurs nonetheless.
4. Direct experience - students actively create patterns and connections in real contexts.
5. Reflection - students internalize and apply relevance of their experiences.
Presentation ( Mathematics) teacher only dayGavin Clark
This presentation was created by Annie Leitch our lead teacher of Mathematics at Pekerau School. It certainly challenge our thinking on Mathematics teaching and learning.
How does my media product represent particular social presentationjlishman
The document analyzes how different social groups are represented in the thriller piece "Forbidden". It notes that the female ghost character is portrayed with more dominance and power than is typical for the genre, dominating over the male protagonist. The male estate agent plays a non-conforming role of being afraid and in distress. His age of 20-35 represents both estate agents and that age range for males. The ghost is portrayed as the typical mischievous young child at 10 years old. Estate agents are depicted as a young and naïve social group that is vulnerable and lacks control.
Instructional Plan For Cognitive Lesson Yarelliabelcansino
This document outlines an instructional plan for an English lesson on using the verb "be" in the present simple form. The plan includes lesson objectives, rationale, pre-assessment and post-assessment activities, classroom management considerations, and reflection on lesson planning, classroom management, and using ICT tools in language teaching. Students will introduce themselves, evaluate peers, and practice introductions in groups. The teacher will introduce new material, monitor activities, and provide positive reinforcement.
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.
The document discusses co-teaching, which involves two or more teachers jointly delivering instruction to a diverse group of students. It defines co-teaching and describes the different styles of co-teaching such as one teach/one support, station teaching, parallel teaching, alternative teaching, and team teaching. The benefits of co-teaching include better student-teacher ratios and more individualized attention. Effective co-teaching requires strong communication and understanding between the teachers.
This document discusses effective teaching approaches and strategies based on research into learning styles and multiple intelligences. It recommends that teachers 1) take account of different learning preferences when planning lessons, 2) teach in a way that matches their own style while also accommodating other styles, and 3) show genuine care and enthusiasm for students. The document provides specific strategies in areas like questioning techniques, group work, use of visuals and peripherals, and circulating to assist students during activities.
This document discusses the skills and abilities of effective teachers. It begins by stating that there is no single best way to teach, but effective teachers can provide instruction to diverse students while incorporating learning objectives and assessment. Key skills discussed include strong communication, classroom management, subject expertise, student engagement, observation skills, planning, and time management. The document emphasizes that effective teachers explain topics clearly, are well-prepared, help make difficult concepts easy to understand, and establish clear objectives and context for their lessons.
Module 1: Curriculum, Learner centered Pedagogy, Learning Outcomes and Inclus...NISHTHA_NCERT123
Learning Objectives
This module will help teachers to:
Describe the educational policies, the National Curriculum Frameworks development, functions and the linkages among intended, transacted and assessed curriculum
This document summarizes a workshop on teaching portfolios for teaching assistants. It defines what a teaching portfolio is, discusses the different types and components of portfolios, and provides examples. The workshop objectives are to help participants compare portfolio types, identify portfolio resources, recognize common components, and create an action plan. Attendees learn about developing portfolio elements like philosophy statements, teaching activities, evidence of student learning, and reflections. Questions are provided to help participants think about their own portfolios.
Collaboration and Co-Teaching WorkshopStephen Best
This presentation is a part of the Collaboration and Co-Teaching: A Workshop for Mathematics and Special Educators materials from the Mathematics Improvement Toolkit. The materials were developed by the Educational Development Center for the National Forum to Accelerate Middle Grades Reform
Effective Teaching Strategies For Students With A S D 09Jennifer Reynolds
The document discusses teaching strategies for students with autism. It describes characteristics of autism like difficulties with social skills, communication, and repetitive behaviors. It then provides strategies for supporting visual learning styles and addressing challenges with attention, organization, and sensory processing. The rest of the document outlines the TEACCH method and other teaching approaches like discrete trial training, visual supports, routines, and generalization strategies to help students with autism learn.
History method unit 4- Understanding Discipline and Pedagogy of School SubjectSohail Zakiuddin
Unit (IV) Method and Techniques of Teaching History:
1) Story Telling
2) SOURCE METHOD
3) Project Method
4) Dramatization and Role Play Method
5) Lecture Method
6) Discussion Method
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) Sergiy Sydoriv, 2020
(с) pysa4ka, 2020
(c) inclusion without borders, 2020
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти, 2020
- Inclusion in education refers to the extent to which students with disabilities access and participate in regular classrooms, which can range from full inclusion to partial inclusion based on individual needs.
- Differentiating instruction means creating multiple paths for students with different abilities, styles, and interests to learn and demonstrate understanding. This can be done through content, process, and product.
- Universal design for learning (UDL) aims to make curriculum accessible to all students by providing multiple means of engagement, representation, and action and expression based on students' readiness, interests, and learning profiles. UDL and differentiated instruction are connected in making education accessible and effective for diverse learners.
The document discusses various strategies for effective science teaching:
1. The Five Es model (engage, explore, explain, elaborate, evaluate) and oral presentations can actively engage students in learning.
2. Hands-on activities, think-pair-share techniques, and group work promote active learning and discussion among students.
3. Excursions, case studies, mini-conferences, and plays can provide memorable real-world experiences to develop students' science understanding.
This lesson plan outlines a jigsaw activity to teach students about Canadian artists. Students will be divided into home groups and expert groups. In expert groups, students will research an assigned artist and record facts. Students will then return to their home groups to share what they learned. The goals are for students to work cooperatively, present information clearly, and discuss topics while staying on task. Assessment will include observing students' group work skills and knowledge of the artists. The lesson addresses teaching geography expectations for 6th grade world area studies on Latin America and Canada.
Conventional strategies and its Limitations in Teaching Science by Ms. Lourra...Hanna Elise
This document discusses conventional teaching strategies and their limitations in teaching science. It identifies some common conventional strategies such as lectures, class discussions, mastery learning, modeling and problem solving. However, it notes that these strategies have limitations and are not always effective for learning. Specifically, lectures can be unengaging for students and less likely to lead to a deep understanding of materials. The document suggests that teaching methods need to transform to more learner-centered approaches in order to improve science education.
The document discusses the key skills and characteristics of effective teaching. It defines teaching as a process of imparting knowledge to help students learn and develop their abilities. Quality teaching is directly related to classroom instruction, which is influenced by a teacher's qualifications, subject knowledge, teaching skills, and commitment. There are a total of 103 identified teaching skills, including planning lessons, questioning students, exemplifying concepts, and evaluating learning through feedback. Some important skills discussed are establishing rapport with students, using a variety of instructional methods like lectures and activities, checking for understanding, and differentiating instruction to meet diverse student needs and abilities.
The document discusses key aspects of an effective learning environment for students. It emphasizes that the learning environment should include a well-arranged classroom with comfortable furniture, adequate space, and displays for student work. The classroom should also be clean, well-lit, ventilated, and free from distractions. Positive interactions between the teacher and students are important to create a conducive atmosphere for learning. An ideal learning environment encourages active learning, discovery of personal meaning, differences in students, tolerance of mistakes, and cooperative self-evaluation.
This document provides an overview of co-teaching strategies and best practices. It defines co-teaching as two or more teachers sharing responsibility for a classroom of students, including planning, instruction, and evaluation. It outlines four common co-teaching approaches: supportive teaching, parallel teaching, complementary teaching, and team teaching. It also emphasizes the importance of co-teachers establishing clear objectives, communicating effectively, managing conflicts, and finding time to plan lessons together.
The document outlines 8 principles of learning:
1. Active involvement - students create information rather than having it delivered.
2. Patterns of connection - students make meaning through learning situations.
3. Informal learning - learning not aimed by the teacher but occurs nonetheless.
4. Direct experience - students actively create patterns and connections in real contexts.
5. Reflection - students internalize and apply relevance of their experiences.
Presentation ( Mathematics) teacher only dayGavin Clark
This presentation was created by Annie Leitch our lead teacher of Mathematics at Pekerau School. It certainly challenge our thinking on Mathematics teaching and learning.
How does my media product represent particular social presentationjlishman
The document analyzes how different social groups are represented in the thriller piece "Forbidden". It notes that the female ghost character is portrayed with more dominance and power than is typical for the genre, dominating over the male protagonist. The male estate agent plays a non-conforming role of being afraid and in distress. His age of 20-35 represents both estate agents and that age range for males. The ghost is portrayed as the typical mischievous young child at 10 years old. Estate agents are depicted as a young and naïve social group that is vulnerable and lacks control.
The document proposes reinvesting the University of Colorado Foundation's assets in oil and natural gas into green companies to promote environmental sustainability. It recommends investments in several solar and clean technology companies, including First Solar, JinkoSolar, Juwi Solar, and Lucintech, which are startups or publicly traded companies developing technologies like solar panels, solar farms, and semi-transparent photovoltaic window coatings. The investments would support these companies' growth and leadership in developing renewable energy solutions.
The document discusses developing positive relationships between teachers and students, parents, and other teachers. It provides tips for correcting students constructively, developing positive classroom pride, calling on all students equitably, making positive phone calls to parents, greeting parents with a smile, and having weekly co-worker meetings without criticism. The overall goal is for teachers to develop warm, respectful relationships with students, parents, and other teachers to foster a supportive learning environment.
Debra Stanley has over 30 years of experience in food service management. She is currently the Food Service Director for Grant Park C.U.S.D. #6, where she is responsible for the overall operation of the food service program. Previously, she held various general manager and operations support roles with Sodexo for over 25 years, managing multi-site food service programs with annual sales up to $5 million. She has a Master's in Business Administration and certifications in human resources and food service sanitation.
Android adalah sistem operasi berbasis Linux yang dikembangkan oleh Android Inc pada tahun 2005. Google membeli perusahaan ini dan memperkenalkan Android pada tahun 2007. Android dirancang untuk perangkat seluler seperti smartphone dan tablet. Sistem operasi ini bersifat open source sehingga memungkinkan pengembang untuk dengan bebas memodifikasi dan mendistribusikannya.
James' audience feedback question without videosjlishman
This document discusses the feedback received from an initial screening of a music video to classmates. There were several strengths identified, including the variety of shots used, how the pace of editing matched the tempo of the music, and the linking of narrative and performance. However, weaknesses in the lighting at the end and lackluster ending performance were also noted. Based on this feedback, the filmmakers re-shot the ending with better lighting and a more engaged performance from the couple. A second screening showed clear improvement, with audience members noting the enhanced narrative clarity and improved overall quality from the adjustments.
Android adalah sistem operasi berbasis Linux yang dikembangkan oleh Android Inc pada tahun 2005. Google membeli perusahaan ini dan memperkenalkan Android pada tahun 2007. Android dirancang untuk perangkat seluler seperti smartphone dan tablet. Sistem operasi ini bersifat open source sehingga memungkinkan pengembang untuk dengan bebas memodifikasi dan mendistribusikan perangkat lunak.
Kelompok tani Mekar Jaya mengajukan permohonan bantuan modal untuk pengembangan usaha peternakan sapi. Mereka membutuhkan dukungan pemerintah berupa bantuan hewan ternak sapi untuk meningkatkan pendapatan petani dan mendukung program pemerintah mengentaskan kemiskinan. Proposal ini berisi latar belakang, tujuan, rencana pelaksanaan, dan anggaran kebutuhan modal untuk usaha peternakan sapi kelompok.
This document discusses using movement and games in the classroom. It explains that movement can stimulate creativity, communication, and ease learning as it engages different types of learners. Movement is important for students' physical and mental health. Group games are an effective way to incorporate movement without prior experience, as they can match different comfort levels and management needs. Benefits of games and laughter in the classroom include boosting the immune system, exercising muscles, releasing tension, and stimulating creativity. The document provides examples of types of group games such as circle games, rhythm games, and mental games.
The document provides tips for avoiding teacher burnout, including having fun daily with students by sharing jokes or puzzles, taking care of physical and mental health through exercise, sleep, and brief breaks, and learning something new to share with students to feel energized. It also recommends helping other teachers through mentoring, volunteering, or online support; making others' days by complimenting students and colleagues; maintaining a positive outlook; and finding resources for inspiration.
El documento describe las cuatro regiones geográficas principales del Ecuador - Costa, Sierra, Oriente y Galápagos. Detalla la extensión, población y provincias de cada región. También menciona brevemente la historia de la creación de las regiones y algunos de los lugares turísticos más populares en cada una.
Lesson planning has benefits for both teachers and students. Effective lesson plans include descriptions of students, aims and objectives, procedures, potential problems, extra materials, and the material to be used. It is important to engage students at the beginning of a lesson to focus their attention and motivate learning. Teachers should vary their openings, avoid routine tasks, and ensure the opening connects to the main lesson. Lesson planning also considers student and teacher talk time, learner-centered versus curriculum-centered approaches, and formats like goals, materials, stages, and evaluation. Differentiating instruction addresses multiple intelligences, emotional intelligence, and preferred learning modalities.
Lesson planning has benefits for both teachers and students. Effective lesson plans include descriptions of students, aims and objectives, procedures, potential problems, extra materials, and the material to be used. It is important to engage students at the beginning of a lesson to focus their attention and motivate learning. Teachers should vary their openings, avoid routine tasks, and ensure the opening connects to the main lesson. Lesson planning also considers student and teacher talk time, learner-centered versus curriculum-centered approaches, and differentiating instruction based on multiple intelligences and learning styles.
Lesson plans have positive impacts on both learners and teachers by providing structure and organization for classroom instruction. Effective lesson plans include descriptions of students, clear objectives and goals, procedures for activities, anticipated challenges, supplemental materials, and methods for evaluating learning. It is important for teachers to reflect on lessons after they are taught in order to evaluate effectiveness, make improvements, and ensure students are meeting learning objectives.
This article was prepared for The Education Hub by Dr Cynthia Borja, member of Conexiones: Plataforma de Ciencias del Aprendizaje.
Original article is in The Education Hub website https://theeducationhub.org.nz/research-guide/the-brain-emotions-and-learning/
RESUME:
Learning occurs when an individual has a relatively permanent change in behaviour, cognition, brain function, abilities or knowledge as a result of experiences. Over the past two decades, advances in neuroscience have revolutionised the way we think about the connection between learning, emotions and the brain. We now have extensive evidence that emotions and learning are inextricably connected. We know that ‘we feel, therefore we learn’
This document provides an overview and curriculum for a drama program for 4th grade students. It includes 3 terms focused on mime and storytelling. Term 1 focuses on introducing mime through various warmup activities and exercises. Sessions are structured with objectives, reflection questions, and closing routines. The goals are to develop students' creative expression, collaboration skills, and confidence through experiential drama activities.
The document discusses the value of integrating curriculum across subject areas. It provides definitions of integration and describes how integrated curriculum combines subjects, emphasizes projects, uses diverse sources beyond textbooks, and shows relationships between concepts. Integrated curriculum benefits students by promoting real-world problem solving, collaboration, and motivation. Challenges to implementing integrated curriculum include the time needed for planning, scheduling between teachers, and adapting to changes in curriculum structure. The document provides examples of how to address these challenges and implement integration successfully.
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical environment, creating a positive classroom climate through building relationships, motivating students, and valuing diversity. Specifically, it recommends (1) arranging the classroom space appropriately, (2) establishing clear expectations and routines on the first day, and (3) recognizing students' multiple intelligences and cultural backgrounds to promote inclusion.
This document provides information on differentiated instruction strategies for teachers. It begins by outlining learner objectives related to differentiated instruction. It then discusses the principles of differentiating content, process, and product for academically diverse classrooms. A variety of differentiated instruction strategies are presented for different subject areas like math, science, reading, and writing. Examples of differentiated strategies include learning stations, task cards, targeted questioning, flexible grouping, and appeals to different learning styles and senses. The document emphasizes that differentiated instruction is important for meeting the diverse needs of all students.
1. The document discusses 10 brain-based concepts for new teachers, including establishing a positive classroom climate free from threats, using humor to enhance learning and retention, creating meaning for students by relating new concepts to their experiences, utilizing closure activities, testing for long-term storage of information at least 24 hours after teaching, and incorporating guided practice opportunities.
2. Some key strategies are avoiding sarcasm, establishing trust and positive behaviors, using examples from students' lives, and providing feedback during early practice sessions to ensure accuracy.
3. Regular testing at least one day later can help determine what information was successfully transferred to long-term memory storage.
This document discusses ways to engage students through technology integration and different learning styles. It begins by introducing learning styles like visual, auditory, reading/writing and kinesthetic. It then discusses the components of student engagement and provides 12 ideas for engaging students, such as connecting lessons to real life, differentiating assignments, using humor, and incorporating group work. The document emphasizes that technology should supplement, not replace, teaching and having backup plans when technology fails. It concludes by stating the importance of motivating and encouraging students to develop a lifelong love of learning.
This document discusses approaches for teaching mathematics at the elementary level. It includes 13 approaches: discovery approach, inquiry teaching, demonstration approach, math-lab approach, practical work approach, individualized instruction using modules, brainstorming, problem-solving, cooperative learning, integrative technique, looking for clues and key words, making a chart or table, and finding a pattern. The document also provides examples and explanations of techniques for teaching mathematics like using dramatizations, children's bodies, play, toys, stories, natural creativity, problem-solving abilities, technology, and assessments. [END SUMMARY]
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical environment, creating a positive classroom climate through building relationships, motivating students, and recognizing diversity and multiple intelligences. On the first day of school, teachers should get acquainted with students, establish expectations, and stimulate interest in the subject. An organized, clean classroom can help students feel safe and motivated to learn.
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical environment, creating a positive classroom climate through building relationships, motivating students, and recognizing diversity and multiple intelligences. On the first day of school, teachers should get acquainted with students, establish expectations, and stimulate interest in the subject. An organized, clean classroom can help students feel safe and motivated to learn.
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical space, establishing clear expectations and building relationships on the first day of school. It also stresses creating a positive classroom climate through motivation, diversity and recognizing students' multiple intelligences. Building self-esteem and developing consistent discipline policies are also identified as important for a supportive environment.
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical environment, creating a positive classroom climate through building relationships, motivating students, and valuing diversity. This includes recognizing different cultures, learning styles through multiple intelligences, and engaging students in organizing the classroom. The first day of school is important for setting expectations and stimulating interest in learning.
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical environment, creating a positive classroom climate through building relationships, motivating students, and valuing diversity. This includes recognizing different cultures, learning styles through multiple intelligences, and engaging students in organizing the classroom. The first day of school is important for setting expectations and stimulating interest in learning.
Memory and creating patterns of meaning 2nikkisue72
Here are some recommendations based on the research study and Reading A-Z suggestions:
- Incorporate multisensory activities to engage multiple learning styles and strengthen memory formation. Using visuals, movement, sounds, etc. can boost retention.
- Provide scaffolding and build on students' prior knowledge. Introduce new concepts by connecting them to what students already understand. This helps make lessons more accessible.
- Use formative assessments throughout the learning process to evaluate understanding and adjust instruction as needed. Tests should measure higher-order thinking in addition to basic facts. Getting feedback aids both teaching and learning.
- Present material in an organized, step-by-step manner with clear examples. The beginning, middle and
Bruce Joyce and Marsha Weil researched teaching methods and grouped them into four families of teaching models: behavioral, information processing, social, and personal. The behavioral family focuses on conditioning and allows learning in small increments. The information processing family emphasizes helping students process information and become powerful learners. The social family incorporates interdependent learning and social interaction. Finally, the personal family guides students toward self-understanding and awareness.
The document discusses various topics related to motivational factors in learning, including:
1) Intrinsic and extrinsic motivation as well as self-efficacy beliefs.
2) Goal theories, self-regulation, and how cognition and motivation are coordinated in learning.
3) Classroom and environmental factors that can shape motivation, such as teacher strategies, the learning environment, and parental involvement.
4) Key aspects of self-regulation including goal setting, planning, attention control, use of learning strategies, self-monitoring, and self-evaluation.
2. Beyond the fun factor, humor can be an effective way to engage students
and activate learning.
When teachers share a laugh or a smile with students, they help students
feel more comfortable and open to learning. Using humor brings enthusiasm,
positive feelings, and optimism to the classroom.
“Humor must be used in the classroom,” says Pamela Matway, a sixth-
grade social studies teacher at Sedgwick Middle School, in West Hartford,
Connecticut. “Joke, laugh, dance, sing, shout. I do it all; I think every teacher
should. It helps kids stay focused on the lesson, and sometimes it even helps
them remember ideas and motivates them. So stand up on that desk and tap
dance while you give instructions, talk in an English accent, or sing the
answers to a homework assignment.”
Teachers can use humor to bring content to life— through games, parody,
or comical voices (or wigs or hats). Students respond to their teacher’s
playfulness and appreciate the effort he or she puts into making a lesson fun.
3. WHY IS THE STRATEGY IMPOTANT
We, as teachers, can make a difference in our students' lives, especially building their self esteem and self confidence
during the whole school year. Adding humor in the classroom, is a nice change and relieves any stress.
The humor strategy is important in the classroom. Humor is a powerful force. It can encourage an atmosphere of
openness, develop students’ divergent thinking, improve their retention of the presented materials, and garner respect for the
teacher. But like most things in life, it needs to be used in moderation. Too much humor can result in a loss of respect and
inappropriate jokes or jokes at the students’ expense can create a hostile classroom environment. It is important to keep this in
mind when teaching. Laughter isn’t just the best medicine; it’s a valuable teaching tool as well.
Humor builds a learning relationship through the joyful confluence of head and heart." He points to a growing literature
on how humor reduces stress and tension in the classroom, improves retention of information, and promotes creative
understanding.
"But most of all, it brings a sense of pleasure and appreciation and creates a common, positive emotional experience that
the students share with each other and the teacher.
WHICH THEORY SUPPORTS THIS STRATEGY?
One theoretical explanation for humor – learning relationship is based on thye attention-gaining and holding of humor
(Ziv,1979) . the theory holds that, similar to teacher immediacy 9Kelly & Gorham,1988), humor is arousing, which is related to
memory, which in turn is related to learning outcomes. The attention – gaining model advanced initially by Ziv (1979) has been
the main theory used to explain the humor – learning relationship in the classroom ( Wazner & Frymier, 1999, Ziegler ,1998).
4. Ways in which this strategy can be used:
a. Self-directed humor – It is best not to use students as the subject of
humor. Instead, teachers should use themselves. For example, in discussing a
previous decade, a teacher might bring in photos of herself with big hair.
b. Funny headlines or quotes – Students or teachers can bring in funny
headlines or quotes connected to the content. For example, a science teacher
could borrow a headline from the Tonight Show, such as: “Total Lunar Eclipse
Will Be Broadcast on Norwoods Public Radio.”
c. Movie clips and media entertainment – While it might be too time
consuming to show an entire movie, a movie clip to illustrate a point in class
can energize students.
d. Class symbols – Another way to incorporate humor is to create a class
symbol – such as a fictitious character – to serve as the object of humor. This
prevents the teacher or the students from being the subject of jokes.
5. What it is: Definition
This strategy refers to the use of real life objects, practical hands-on experience
and models to assist in teaching abstract concepts.
Why use the strategy: Theological Framework
Teachers should provide students with manipulatives and have students engaged
in hold and molding clay or other objects. (Jensen, 2008)
Students understanding of mathematical ideas is broadened when concrete
representations are used. (Coggins, Kravin, Coates & Carrol, 2007)
Manipulatives are valuable resources for assisting even high school students in
accelerating their mathematics ability. (Curtain-Phillips, 2008)
Manipulatives provide a strong foundation for students mastering concepts in
measurement, decimals, percentages, probability, statistics and number relations.
(Access Center, 2004)
Students in the early grades should be allowed to use manipulatives for as long as
the students feel they are needed. (Checkley, 1999)
6. Lesson Plans
Class: Standard 1
Subject: Mathematics
Topic: 3D Shapes
Objectives: After being placed given models of different 3D shapes to observe, students should
be able to:
-Identify the different types of 3D shapes by stating the names of the shapes.
-Describe the characteristics of each 3D shape.
-Identify real life objects that are identical to the 3D shapes.
Materials: Chart showing the different 3D shapes, models of 3D shapes, toilet paper, medicine
box, bop spray, cup, bottle of cheese, balls.
Activities: Place students in groups and give each group a 3D shape model to observe and
discuss among themselves. Each group will be given a chance to observe each 3D shape model.
The teacher will engage the students in a discussion about the 3D shapes, outlining the
characteristics of each shape, such as number of sides, edges and faces. The teacher will give
each group different real life objects and the groups will discuss among themselves which 3D
shapes the real objects resemble. Each group will present what they discussed and use a chart
about 3D shapes to judge the presentation.
7. This strategy focuses on helping students understand
new and complicated concepts by comparing it to
those they already know.
It is an important strategy as it takes into consideration
how the brain works, “Metaphors uses something
familiar to explain something unfamiliar” (Jones, 2008)
8. Ways in which this strategy can be used:
Example 1 - Class – Std 1
Subject - mathematics
Topic – Multiplication
Tell students that multiplication is repeated addition, so instead of
adding 5, 4 times, we multiply 5 by 4
Example 2 Class – Std 1
Subject – Composition
Topic- Essay writing
Tell students that a good story is just like a sandwich, it has a
foundation (the bun on the bottom), the extra trimmings(lettuce, cheese,
onions etc) and the end (which is d bun on top)
Example 3 - Class –Std 5
Subject – Music
Topic – Notes
Tell students that the notes make up a whole just as fractions make up a
whole, for instance, a quarter note would take up only 1 beat as it
represents only ¼ of the entire/ whole note
9. Mastropieri and Scruggs (1998) define mnemonics
as a systematic procedure for enhancing memory.
Mnemonics are exciting memory strategies that
reinvent boring information so that it can be easily
remembered.
Mnemonics are important because:
• They serve as a tool to improve memory and
promotes retention
• It adds interest to studying and makes it easier on
both the teacher and student.
• It pushes learners to be active and enjoy learning.
10. Mnemonics can be used to teach almost every topic.
For example, if a teacher wants to reinforce appropriate
classroom behaviour during a teaching session, he/she
can use this mnemonic: SLANT
S= Sit up
L= Lean forward
A= Ask Questions
N= Nod your head
T= Track the teacher
Information Video Information Video
11. Movement is exploratory and can shift a classroom
climate from controlled to more open-ended. This
can feel risky at times. With the proper
management, however, movement can stimulate
greater creativity, communication, and ease in
learning.
12. WHY IS MOVING IMPORTANT IN THE CLASSROOM
1. Our bodies are designed to move.
2. Some people think best when they are moving.
3. To engage diverse types of learners fully – kinesthetic learners or sleepy ones!
4. To deepen understanding.
5. To experience a subject from a new perspective, using kinesthetic intelligence.
6. To develop creativity.
7. To foster community.
8. To rest, recuperate and refocus.
9. To invigorate the body – exercise for health.
10. To have fun!
13. Learning can be both fun and physical. Group Games and Structured Movement
Activities promote both fun and learning for the student as well as promote a positive
environment for the classroom. Group games are a great way for an educator to bring
movement into the classroom without having prior experience in movement or dance.
As an educator, your choices in movement activities can match your comfort level
regarding movement skill and management of your classroom (meaning some games
are more controlled and quiet while others stir excitement as well as bigger and faster
movements). As your own skill set strengthens in this area, as an educator you can
have fun in how you use movement and tie learning and moving together.
Benefits of Fun and Laughter:
• Boosts immune system
• Exercises muscles
• Releases tension
• Stimulates creativity
Group Games can be categorized into some of the following (note these are
just a few examples and there is also crossover between the categories): •
Circle games • Rhythm games • Chasing games • Sensing games • Mental
games • Strength games • Games to break awkward silences