Student centred teaching
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This document from Vecpiebalga Secondary School in Latvia discusses placing learners at the heart of the learning process by meeting their individual needs, interests, and learning styles. It advocates answering three questions - what the learner wants to learn about, how they learn best based on their abilities and style, and why the topic is relevant to them. The school emphasizes learning in a fun, colorful way with empathy, relevance, and allowing students to find themselves in the material. It lists various student-centered activities and assessments used, including projects, discussions, debates, quizzes, presentations, role plays, and portfolios.
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გაკვეთილის დაგეგმვა
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This presentation will focus on developing a curriculum built around inquiry-based units of instruction in a secondary language arts classroom. Audiences will have the chance to see evidence of how the use of essential questions can lead students into a process of inquiry, giving them the skills they need to think critically, question the world around them, and broaden and deepen their perspectives by connecting with others. Audiences will embark on a journey that takes them through a course entitled, ‘The American Teenager,’ and see the activities, assessments, and instructional strategies that transformed this course from a traditional study of American Literature to a course that is relevant, engaging, and challenging for teenagers in the 21st century. Through essential questions like ‘How do societal expectations impact our identity?’, ‘What are the costs and benefits of conformity?’ and ‘Is the American Dream a reality for all?’, this course blends classic and contemporary, and combines writers like Sherman Alexie with The Breakfast Club, Henry David Thoreau with text messaging, and Catcher in the Rye with Jay-Z. Audiences will gain important techniques for creating a classroom built around student-led discussions, including Socratic Seminars and blogging, as well as see examples of competency based assessments fully aligned with the Iowa Core Curriculum and National Common Core Standards.
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This document discusses trends toward greater teacher and learner autonomy in education. It argues that current education models are too static and do not allow for human experience or differences between students and teachers. It advocates giving teachers more freedom and responsibility over curriculum design and assessment in order to better tailor lessons to their students' needs. Several experts and educators are quoted stressing the importance of creativity, academic freedom and experimentation in teaching. The document promotes teacher autonomy as important for continuous professional development and student-centered learning.
from a talk on trends in teacher and learner autonomy
This document discusses trends toward greater teacher and learner autonomy in education. It argues that current education models are too static and do not allow for human experience or differences between students and teachers. It advocates giving teachers more freedom and responsibility for curriculum design and assessment in order to make lessons more engaging and tailored to students. Several experts and teachers are quoted supporting greater teacher autonomy and creativity in the classroom. The document also provides definitions of teacher autonomy and lists further readings on the topic.
Writing New Types of Poetry in the Classroom: Exploring The letter poem
Yazmin Méndez is a secondary English teacher pursuing her MA in education. She has two years of teaching experience in both private and public schools in Puerto Rico. Her teaching philosophy is grounded in pragmatism, existentialism, Marxism and reconstructionism. She believes students should be at the center of education and that teaching and learning should be a reciprocal process. Her goal is to help students improve their writing skills so they can use writing as a tool for communication and enacting change in society.
The Schoolwide Enrichment Model
The document describes the School-wide Enrichment Model (SEM) developed by Joe Renzulli and Sally Reis at the University of Connecticut. The SEM is a research-based model for gifted and talented instruction that aims to nurture gifted behaviors in all students by providing enrichment opportunities. It includes components like the Triad Model, enrichment clusters, and three types of enrichment activities - Type I, II, and III. Type I activities expose students to new ideas, Type II teaches process and thinking skills, and Type III involves independent student projects. The librarian developed a talent development program called "The Spark" based on the SEM to provide enrichment for gifted and talented students at their school.
Zachary Newell and Karen Sobel - The Impact of Creativity on Information Lite...
Zachary Newell and Karen Sobel
The Impact of Creativity on Information Literacy Instruction
Paper at BOBCATSSS 2017
Sparking Literacy
Literacy instruction involves developing skills in reading, writing, speaking, listening, analyzing and critiquing across different types of texts. It aims to spark curiosity, give students confidence to share their ideas, and help students construct and deconstruct meanings. Best practices in literacy instruction balance modeled, shared, guided and independent work, and value oral communication. It also involves discussion, comprehension strategies, vocabulary development, and making thinking visible. The classroom should be a supportive community where the teacher coaches diverse, engaging, and student-centered learning.
C5 - Shelley Tracey (Queens): Crossing thresholds and expanding conceptual sp...
C5 - Shelley Tracey (Queens): Crossing thresholds and expanding conceptual spaces: using arts-based methods to extend teachers’ perceptions of literacy
Mitchell Presentation
The document summarizes Leah Fowler's 2006 book "A curriculum of difficulty: Narrative research in education and the practice of teaching". It provides biographical information on Fowler and an overview of the key aspects of her book. Specifically, it outlines the 7 orbital spheres of narrative analysis that Fowler proposes for conducting narrative research, including naïve storying, psychological de/re-construction, psychotherapeutic ethics, narrative craft, hermeneutic enterprise, curriculum and pedagogy, and aesthetics and mindfulness in research and teaching. The document concludes with potential discussion questions about engaging with narrative research and analysis.
Creating a literate environment
Creating a literate environment by getting to know your students, selecting texts, and planning lessons based on the interactive, response, and critical presepctives.
Teachers' role
1. Teachers play an essential role in developing critical thinking skills in students. When teaching a subject, teachers should first allow students to think about and share their own ideas on the topic before providing input. They should encourage students to question their assumptions and think more deeply.
2. Critical thinking enables students to evaluate their own thinking, make reasonable decisions, and challenge social inequalities. It is recognized as the most important competence to develop in students. Teachers must support students, remain open to challenges, and use students' experiences to encourage inquiry.
3. The document then describes a project involving schools from multiple countries that aimed to develop critical thinking skills around topics of immigration, democracy, discrimination, and civic engagement. Students engaged
School-home cooperation and activating parent resources – methods and materia...
School-home cooperation and activating parent resources – methods and materia...Móðurmál - Samtök um tvittyngi
Part of the course for teachers "MÁLÖRVUN BARNA Í FJÖLBREYTTUM HÓP á leikskóla- og grunnskólastigi" organized by Móðurmál on september 2014.Innovative teaching methodologies
INNOVATIVE TEACHING METHODOLOGIES Presentation by R. EDIN BROW
Industry Requirements
constructivist classroom
Mind-Mapping Theory
Mind-Map Graphics
Howard Gardner’s Multiple Intelligences Intelligence
Active learning
The Art and Science of Leadership
Creating a literature environment power point presentation
This document discusses creating an effective literacy environment for beginning readers. It emphasizes the importance of getting to know students individually, including their backgrounds and interests, in order to select texts that will motivate and engage them. A variety of assessment methods are presented to gather cognitive and non-cognitive data on students. The document also outlines how to implement literacy lessons using different instructional perspectives, including interactive, critical, and response approaches, and choosing texts along a continuum from narrative to informational. A range of activities are suggested to reinforce each perspective, such as read-alouds, discussions, writing journals, and analyzing text features.
Integrating the skills
The document contains advice from various authors on taking action and responsibility for one's actions. It also discusses different language learning techniques, including integrating skills, brainstorming, graphic organizers, and hands-on learning. Specific skills mentioned are reading, writing, speaking, listening, spelling, and pronunciation. Examples given include a writing activity where students chose topics from magazines to write short descriptions or stories, allowing for an integrated approach to language learning.
Narrative Perspective on Curriculum - Eero Ropo
- The document discusses curriculum and learning from a narrative perspective.
- It argues that curriculum is the most important document for schools and that learning can be understood as a narrative process of constructing meanings from experiences and integrating them into stories.
- A key idea is that learning happens on individual, social, and cultural levels as learners position themselves within different discourses and create narratives about themselves and the topics they are learning.
Urban schools
To the needs of the Urban Class... The way we need to touch, comprehend and surpass " The Rest Of THE world"
Third Mondays - Research Seminars - Philippa Levy - November 2008
Title: “I feel like a grown-up person”: first year undergraduates’ experiences of inquiry and research.
Professor Philippa Levy, Academic Director, CILASS, University of Sheffield.
How do students experience inquiry and research in their first undergraduate year? What role does this experience play in the construction and evolution of their identities and intellectual development as learners? What can we learn from their experiences to inform the development of inquiry-based approaches to educational practice? This seminar will explore these questions through a presentation of some of the findings of a longitudinal, qualitative study of undergraduate students’ experiences of inquiry as they progress through arts and social sciences degree programmes at the University of Sheffield.
EEP - Workshop Discussion
This document discusses challenges and opportunities for students studying abroad to have cultural encounters and experiences. It considers how concepts like cultural self-awareness, cultural impressions, and ethnographic research can help students understand other cultures during their time overseas. The document poses questions about how language acquisition relates to intercultural learning during study abroad programs and how universities can best support students' language development and cultural understanding through their international experiences.
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The Question is the Answer: Making the Language Arts Classroom Meaningful wit...
The Question is the Answer: Making the Language Arts Classroom Meaningful wit...
from a talk on trends in teacher and learner autonomy
from a talk on trends in teacher and learner autonomy
Writing New Types of Poetry in the Classroom: Exploring The letter poem
Writing New Types of Poetry in the Classroom: Exploring The letter poem
Zachary Newell and Karen Sobel - The Impact of Creativity on Information Lite...
Zachary Newell and Karen Sobel - The Impact of Creativity on Information Lite...
C5 - Shelley Tracey (Queens): Crossing thresholds and expanding conceptual sp...
C5 - Shelley Tracey (Queens): Crossing thresholds and expanding conceptual sp...
School-home cooperation and activating parent resources – methods and materia...
School-home cooperation and activating parent resources – methods and materia...
Creating a literature environment power point presentation
Creating a literature environment power point presentation
Third Mondays - Research Seminars - Philippa Levy - November 2008
Third Mondays - Research Seminars - Philippa Levy - November 2008
More from Aneta Dobrzynska
Perfect school Latvia
Latvia received funding from the European Commission to produce a publication. The publication reflects only the views of the author and the European Commission is not responsible for how the information in the publication is used. The document provides information about funding that Latvia received from the European Commission for an unspecified project.
Autonomy in learning
The document summarizes the results of a questionnaire given to students at Vecpiebalga Secondary School in Latvia about autonomy in learning. Some key findings include:
- 89% of students said they like learning, with more saying they like it than not. Students reported learning most from lessons in class, at home, and from practical experience.
- When asked when the learning process ends, most students said it never ends.
- Autonomy in learning means being able to learn on your own and choosing how you want to learn. Its purpose is to become independent and enjoy learning. Less than half of students considered themselves autonomous learners.
- Languages, math, and science were seen as the best subjects
Students centred techniques Turkey
Student-centered teaching methods focus on active learning where students solve problems, ask questions, and work collaboratively. These include cooperative learning, inquiry-based learning, and problem-based learning. Research shows student-centered methods lead to better learning outcomes than traditional teacher-centered lectures. The document then discusses several specific student-centered techniques like role modeling, computer-aided learning, discovery learning, and discussion-based learning. It emphasizes allowing student input and creativity while catering to individual needs.
Theperfectschool (1)Comenius Learntolearn
The document discusses the ideal features of a perfect school, including that it would be an e-school that also caters to disabled students. It would have a big canteen, technological resources, a large library, and even a cinema hall within the school. The project received funding from the European Commission.
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Student centred teaching
- 3. “Placing learners at the heart of the learning process and meeting their needs... students are able to learn what is relevant for them in ways that are appropriate.” ( Edwards).
- 5. Answer is in 3 questions: What? (interests, content) How? (abilities, style) Why?
- 6. Input Interaction, opportuni- ties to learn as a passenger as a driver stud ent teach er mate rial stud ent teach er mate rial
- 7. Learn something new(step out of the territory of the subject), Do it with fun, humour, in a colourful way, Think about empathy( try to step in other shoes), Relevance is important, Ego( we are self-centred “We are interested in something so far as we can find something of ourselves in it”/P. Freire/)
- 8. projects, discussions, debates, quizzes, presentations, role plays, making posters , creating mind maps, writing newspaper articles, trips, excursions
- 9. Kinds of student-centred assessment(used in our school): portfolios, self assessment