Takes teamwork to make the dream work
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The document discusses team teaching at Freeville School in Christchurch, New Zealand. It outlines the school's model of team teaching, which includes teachers sharing instruction, collaborating on course design, and dividing classes into smaller groups. The benefits highlighted are improved student attitudes towards learning, the development of independent learners, and increased teacher time through small group instruction. Planning systems cover student timetables, classroom areas, sign-ups, and self-assessment.
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Cooperative learning involves students working in small groups to help one another learn. It has several key elements:
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3) Effective cooperative learning relies on positive interdependence, individual accountability, promotive interaction, developing social skills, and group processing of what was learned.
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Cooperative learning involves students working in small groups to help one another learn. It has several key elements:
1) Students work in diverse groups on tasks and problems to improve their understanding of a subject. Group members help each other learn.
2) It promotes higher achievement, develops social skills like cooperation, and creates a more positive learning environment compared to competitive settings.
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After learning about Purpose, planning for Purpose and teaching with Purpose (Purpose is a dimension of our instructional framework - 5 Dimensions of Teaching and Learning), teachers got together to share how planning for Purpose impacted their teaching and their students’ learning. Teachers shared lesson plans and described the planning process including using standards, learning goals, learning targets, success criteria, tasks and acceptable evidence of learning. They discussed teaching and learning using evidence including how planning for purpose impacted their teaching and their students’ learning. Finally, teaching teams self-assessed using the teacher evaluation rubrics for Purpose.
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The document discusses the 6 C's of motivation - choice, challenge, control, collaboration, constructing meaning, and consequences - and how technology can be combined with these to motivate students. It describes each of the 6 C's and how they are helpful for fun and engaging learning. It then provides examples of how technology like PowerPoint projects, research recording, and taped interviewing can be integrated to motivate students by allowing choice, collaboration, and constructing meaningful lessons while also providing challenge and consequences.
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The document defines teamwork as a technique used in organizations and groups to accomplish tasks. Some advantages of teamwork include creative problem-solving from different individuals, pooling of resources and expertise, and continuity of projects even if members leave. Some potential disadvantages are that decision-making can take more time due to different ideas or disagreements, unwillingness of some members to fully participate or contribute equally, and not all workers function well in a team environment.
Innovative Product Ideas
The document presents several new product concepts and innovations:
1) ActivFile folder tabs and portable file carts that make filing easier and locating files quicker.
2) ImageClip paperclips and logos to help professionals like real estate agents and lawyers convey a more polished image.
3) ColorFix markers that match popular pants colors, extending the life of clothes by covering fade spots and lines.
4) The Big Idea Notebook designed to organize and unleash employee creativity, with sections for brainstorming, recording ideas, and planning implementation.
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1. PLTs are comprised of 4-6 teachers who meet every two weeks to examine student work, identify learning needs, and develop strategies to help students progress.
2. During meetings, teachers analyze student work samples to assess the current level of learning and identify similar students. They then determine the next steps and strategies to help those students improve.
3. A learning log is used to record ideas from meetings and track evidence of student progress over time. The goal is to use evidence, not assumptions, to inform instructional decisions.
Nineteenth World Conference on Gifted and Talented Children
The document summarizes components of project-based learning including that it deeply involves students in interdisciplinary experiences rooted in subject matter, focuses on students discovering questions and answers through addressing problems, and encourages independent learning with group support. Students create unique products that support their understanding. Project-based learning is learner-centered, uses authentic content and purposes, includes challenging projects, collaboration, and is facilitated by teachers with explicit educational goals rooted in constructivism.
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The document discusses differentiated instruction and its importance in today's classrooms. It defines differentiated instruction as adapting instruction to meet the varying readiness levels, interests, and learning preferences of students. The key is to provide multiple options for how students can access and express what they learn. Effective differentiation requires ongoing assessment to understand each student's needs and modify instruction accordingly. The goal is to increase the likelihood that each student will learn as much as possible in the most efficient way.
Prepare d planning outstanding inquiry units- Next Steps Oct 2014
What is it that makes an IBL unit powerful? What are the elements that allow students to grow and develop their own abilities as independent learners? This workshop is a hands-on planning workshop where teachers will be coached to develop the spine of an outstanding inquiry based learning unit. This workshop builds upon the 2013 workshop and continues exploring the elements that develop great inquiry units.
Cooperative Language Learning Approach
The document discusses cooperative language learning, which uses group work to promote language acquisition. It aims to provide natural practice opportunities through pair and group activities. Key elements include positive interdependence, individual accountability, and social skills. Common activities involve groups practicing from shared materials, "jigsaw" activities where students teach each other different content, and cooperative projects where students research topics in groups. Effective group formation considers size, composition, and defining roles for students.
Cooperative learning
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Surrey collaboration primary
Every Child, Every Day framework (Allington and Gabriel), followed by why collaboration and models for collaborating. Based on Brownlie/Cranston presentation at CR4YR.
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Everything you need to know about Professional Learning Communities and how to implement them in your school community.
ED345 Module 4 Cooperative learning
Cooperative learning involves students working in small groups to help each other learn. It has five key elements: positive interdependence, individual accountability, face-to-face interaction, social skills, and group processing. Researchers Roger Johnson, David Johnson, and Spencer Kagan developed models for cooperative learning that incorporate these elements and structures like assigning roles to students. Cooperative learning has been shown to improve academic achievement and develop social skills when implemented effectively.
innovative learning methods
1. Quantum learning is a method that aims to accelerate learning by making it engaging and fun. It is based on principles of cognitive psychology rather than quantum physics. 2. The method focuses on meaningful interactions between students and quality learning experiences. It emphasizes developing both academic and life skills. 3. Key aspects of quantum learning include creating an effective learning environment, presenting material in a natural way, demonstrating concepts, and celebrating achievements. The overall goal is to sharpen understanding and memory in a rewarding process.
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The document discusses cooperative learning, which is an instructional strategy where small groups of students work together to maximize individual and collective learning. It describes key principles of cooperative learning including positive interdependence, promotive interaction, accountability, and group processing. Several specific cooperative learning techniques are outlined, such as jigsaw, group investigation, think-pair-share, and numbered heads together. Benefits of cooperative learning include improved achievement and development of social skills, while creating a more relaxed classroom environment.
Differentiation presentation
This document discusses differentiation in the classroom and provides tips for implementing it. It defines differentiation as tailoring instruction to students' individual needs, strengths, and learning styles. The document recommends differentiating across content, process, product, and learning environment. Specific strategies mentioned include using multiple intelligences, Bloom's taxonomy, flexible grouping, varied assessments, and collaborating with other teachers. The goal of differentiation is to encourage student mastery at each individual's own pace.
increasing_student_engagement.ppt
This document summarizes a slideshow on increasing student engagement. It discusses five levels of student engagement from passive compliance to authentic engagement. It also covers types of classrooms, factors that influence student achievement, and standards for an engaged "WOW" school. The document provides discussion questions and activities to help teachers reflect on engagement levels and motivate students.
La banda de patio 3 b
This document discusses cooperative learning techniques used by a student group called "La Banda del Patio". It outlines their group organization, objectives, tasks, and roles. It also provides details on various cooperative learning methods like base groups, expert groups, team-assisted individualization, peer tutoring, jigsaw, investigation groups, and team-game tournaments. These techniques are meant to help students learn from each other through shared work divided based on interests, skills, and levels of understanding.
Ev681 session3 planning
This document discusses planning and assessment for learning. It provides guidance on developing lesson plans, formative assessment strategies, and the role of assessment for learning. The key elements discussed include setting learning objectives, organizing learning activities, considering resources and grouping, using formative assessment strategies during and after lessons, and evaluating lessons to inform future planning. The document emphasizes that planning, teaching and assessment should be cyclic and integrated to best support student learning.
Professional Learning Community Plan
The document outlines a school's plan to enhance their professional learning community through establishing regular collaborative meetings to plan instruction, analyze student data, and provide feedback on teaching strategies with the goals of improving instruction, increasing student engagement and achievement, and building a more cohesive teaching team. Key elements of the plan include common planning time, observing each other's teaching, shared grading, and differentiated lessons incorporating thinking maps and technology.
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The document discusses the essential role that guiding coalitions play in developing a professional learning community (PLC) culture. It covers defining what a PLC is, examining the role of guiding coalitions, assessing a school's current PLC status, and strategies for the upcoming year including organizing teachers into collaborative teams, using data to provide interventions, and supporting team development.
Teacher Leadership Analysis in Action
Forming leadership groups within a school can help establish norms, set goals, and analyze what in the school could help or hinder efforts. “Fostering a sustainable learning community depends in part on the leaders’ ability to create conditions in which teachers learn to recognize and challenge the usefulness of their existing beliefs and practices in order to improve their student’s education” (Cherkowski, 2012, p. 59). This leadership action plan shows how my leadership team selected a leadership initiative and a collaborative leadership framework for facilitating our work. We laid the groundwork to successfully achieve the leadership initiative, to provide leveled math support/intervention/enrichment to assess if more students are making progress and are appropriately challenged. This analysis allowed our community of practice team to ensure students at various levels are being challenged appropriately, improve student achievement through differentiated instruction, evaluate if work stations can help students become independent/collaborative learners, and create assessments that will monitor progress and help determine where support is needed.
References
Cherkowski, S. (2012). Teacher commitment in sustainable learning communities: A new
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Professional Learning Communities.ppt
A Professional Learning Community (PLC) is a collaborative and ongoing approach to professional development and learning within an educational or professional setting. It involves educators or professionals coming together to engage in continuous learning, reflection, and improvement in order to enhance their practice and improve student or organizational outcomes.
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Takes teamwork to make the dream work
- 1. It takes team work to make the dream work Freeville School Christchurch, New Zealand October 2008
- 2. It takes team work to make the dream work!
- 3. With our powers combined organised completer finisher ideas person creative spontaneous good with routines
- 4. Ready Get set Go! Team Teaching Rm 7/8 Helen and Norman
- 8. An idea is a new combination of old elements. There are no new elements. There are only new combinations. Gordon Dryden Out of the Red
- 9. “ A team is a small number of people with complimentary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable.” (Katzenbach & Smith, 1993)
- 10. Two or more teachers working together to plan, conduct and evaluate the learning activities for the same group of learners.
- 18. Students’ Timetables (Year 1-2)
- 21. Year 3 and 4 timetable
- 22. Year 5 and 6 timetable
- 23. Students’ independent timetables (Year 5-6)
- 24. Students’ independent timetables (Year 7-8)
- 25. Students’ independent timetables (Year 7-8)
- 27. Yr 1-2 use of space
- 31. Yr 3 – 4 Use of Space
- 32. Yr 5 – 6 Use of Space
- 35. Yr 1-2 checking in
- 36. Yr 3 – 4 Check In
- 37. I.D. Cards
- 38. I.D. Cards
- 39. Writing Process
- 40. Sign Up (Yr 1-2)
- 44. Sign Up (Yr 5-6)
- 45. Workshops in Year 7/8 Education is Everywhere Sign up Follow individual interest Involve parents and others Smaller ratios
- 46. Self Assessment and Reflection
- 48. Reflection in Yr 1/2
- 50. Reflection in Yr 5/6
- 51. Reflection in Yr 7/8
- 52. Reflection in Yr 7/8
- 53. Reflection in Yr 7/8
- 54. Reflection in Yr 7/8
- 55. Student Review of Team Teaching
- 60. Ehara taku toe he toa takitahi engari he toe takatini. It is by working together that we get the job done well.